Yearly Lesson Plan

Form Four Chemistry Year 2009

Week/Days Learning Objectives Learning Outcomes Learning Activities

1 Orientation week.

2 1. Introduction To
11/1 – Chemistry
15/1 1.1 Understanding A student is able to: Collect and interpret the meaning of
chemistry and • Explain the meaning of chemistry. the word ‘chemistry’.
its importance • List some common chemicals used
in daily life. Discuss some examples of common
• State the uses of common chemicals used in daily life such as
chemicals in daily life. sodium chloride, calcium carbonate
and acetic acid.
• List examples of occupations that
require the knowledge of chemistry.
Discuss the uses of these chemicals in
• List chemical-based industries in daily life.
Malaysia.
• Describe the contribution of View a video or computer courseware
chemical-based industries towards the on the following:
development of the country. a. Careers that needed the knowledge
of chemistry.
b. Chemical-based industries in
Malaysia and its contribution to
the development of the country.

1.2 Synthesizing Observe a situation and identify all

scientific method A student is able to: variables. Suggest a question suitable
• Identify variables in a given for a scientific investigation.
situation.
• Identify the relationship between Carry out an activity to:
two variables to form a hypothesis. a. Observe a situation.
• Design and carry out a simple b. Identify all variables.
experiment to test the hypothesis. c. Suggest a question.
• Record and present data in a d. Form a hypothesis.
suitable form. e. Select suitable apparatus.
• Interpret data to draw a conclusion. f. List down work procedures.
Write a report of the investigation.
Carry out an experiment and:
a. Collect and tabulate data.
b. Present data in a suitable form.
c. Interpret the data and draw
conclusions.
d. Write a complete report.

1.3 Incorporate View videos or read passages about

scientific attitudes A student is able to: scientific investigations. Students
and values in • Identify scientific attitudes and discuss and identify scientific attitudes
conducting scientific values practiced by scientists in carrying and values practiced by researchers
investigation out investigations. and scientists in the videos or
• Practice scientific attitudes and passages.
values in conducting scientific
investigations.

Chemistry Yearly Lesson Plan F4 1

 Week Learning Ojectives Learning Outcomes Learning Activities

3 2. The Structure Of A student is able to: Discuss and explain the particulate
18/1 – The Atom • Describe the particulate nature of matter.
22/1 2.1 Analyzing nature of matter. Use models or computer simulation to
5days matter • State the kinetic theory of matter. discuss the following:
a. The kinetic theory of matter.
• Define atoms, molecules and ions.
b. The meaning of atoms, molecules
• Relate the change in the state of
and ions.
matter to the change in heat.
• Relate the change in heat to the Conduct an activity to investigate
change in kinetic energy of particles. diffusion of particles in solid, liquid
• Explain the inter-conversion of the and gas.
states of matter in terms of kinetic
theory of matter Investigate the change in the state of
• Relate the change in heat to the matter based on the kinetic theory of
change in the kinetic energy of matter through simulation or computer
particles. animation.
• Explain the inter-conversion of the Conduct an activity to determine the
state of matter in terms of kinetic theory melting and freezing points of
of matter. ethanamide or naphthalene.

Plot and interpret the heating and the

cooling curves of ethanamide or
naphthalene.

4 2.2 Synthesizing A student is able to: Discuss the development of atomic

25/1-29/1 atomic structure • Relate the change in heat to the models proposed by scientists namely
3 change in the kinetic energy of Dalton, Thomson, Rutherford,
days particles. Chadwick and Bohr.
• Explain the inter-conversion of the
26&27/1 state of matter in terms of kinetic theory Use models or computer simulation to
Chinese of matter. illustrate the structure of an atom as
New Year containing protons and neutrons in the
A student is able to: nucleus and electrons arranged in
• Describe the development of shells.
atomic model.
• State the main subatomic particles Use a table to compare and contrast the
of an atom. relative mass and the relative charge of
protons, electrons and neutrons.
• Compare and contrast the relative
mass and the relative charge of the Conduct activities to determine the
protons, electrons and neutrons. proton number, nucleon number and
• Define proton number. the number of protons, electrons and
• Define nucleon number. neutrons of an atom.
• Determine the proton number.
• Determine the nucleon number. Investigate the proton and nucleon
• Relate the proton number to the numbers of different elements.
nucleon number. Discuss:
• Relate the proton number to the • The relationship between
type of element. proton number and nucleon
• Write the symbols of elements. number.
• Determine the number of neutrons, • To make generalization that
protons and electrons from the proton each element has a different
number and the nucleon number and proton number.
vice versa. Carry out an activity to write:
• The symbols of elements.
• The standard representation
for an atom of any element.

Chemistry Yearly Lesson Plan F4 2

 Week Learning Objectives Learning Outcomes Learning Activities
4.5 Analyzing A student is able to:
elements in a • List all elements in Period 3. Collect and interpret data on the
period • Write electron arrangements of all properties of elements in Period 3 such
elements in Period 3. as:
• Describe changes in the properties a. Proton number.
of elements across Period 3. b. Electron arrangement.
• State changes in the properties of c. Size of atom.
oxides of elements across Period 3. d. Electronegativity.
• Predict changes in the properties of e. Physical state.
elements across Period 2. • Discuss changes in the properties of
Describe uses of semi-metals. elements across Period 3.
• Carry out experiments to study the
oxides of elements in Period 3 and
relate them to their metallic
properties.
• Discuss in small groups and make a
presentation on the changes of
properties of oxides of elements
across Period 3.
• Discuss and predict changes in the
properties of elements in Period 2.

13 OTI 1 ( 5-9 April 2009)

14 4.6 Understanding A student is able to: • Carry out an activity to identify the
12/4-16/4 transition • Identify the position of transition position of transition elements in the
5 days elements elements in the Periodic Table. Periodic Table.
• Give examples of transition • Collect and predict data on
elements. properties of transition elements
• Describe properties of transition with respect to melting point,
elements. density, variable oxidation numbers
• State uses of transition elements in and ability to form coloured
industries. compounds.
• Observe the colour of:
a. A few compounds of transition
elements.
b. Products of the reaction between
aqueous solution of compounds of
transition elements with sodium
hydroxide solution, NaOH(aq), and
ammonia solution, NH3(aq).
• Observe the colour of precious
stones and identify the presence of
transition elements.
4.7 Appreciating the • Gather information on efforts of
existence of A student is able to: scientists in discovering the
elements and • Describe efforts of scientists in properties of elements and make a
their compounds discovering the properties of elements. multimedia presentation.
• Describe what life would be • Discuss in a forum about life
without diverse elements and without various elements and
compounds. compounds.
• Identify different colour in • Carry out projects to collect
compounds of transition elements found specimens or pictures of various
naturally. types of rock.
• Handle chemical wisely. • Discuss and pratice ways to handle
chemicals safely and avoid their
wastage.

Chemistry Yearly Lesson Plan F4 3

 Week Learning Objectives Learning Outcomes Learning Activities

15 5. Chemical Bonds A student is able to: • Collect and interpret data on the
19/4-23/4 5.1 Understanding • Explain the stability of inert gases. existence of various naturally
(5 days) formation of • Explain conditions for the occurring compounds for example
compounds formation of chemical bonds. water, H2O, carbon dioxide, CO2
• State types of chemical bonds. and minerals to introduce the
concept of chemical bonds.
• Discuss:
a. The stability of inert gases with
respect to the electron
arrangement.
b. Conditions for the formation of
chemical bonds.
c. Types of chemical bonds.
5.2 Synthesizing A student is able to: • Use computer simulation to explain
ideas on • Explain formation of ions. formation of ions and electron
formation of • Write electron arrangements for the arrangement of ions.
ionic bond ions formed. • Conduct an activity to prepare ionic
• Explain the formation of ionic compounds for example magnesium
bond. oxide, MgO, sodium chloride, NaCl
• Illustrate electron arrangement of and iron(III) chloride, FeCl3.
an ionic bond. • Carry out an activity to illustrate
formation of ionic bond through
models, diagrams or computer
simulation.
• Use computer simulation to
illustrate the existence of
electrostatic force between ions of
opposite charge in ionic bond.

5.3 Synthesizing • Collect and interpret data on the

ideas on A student is able to: meaning of covalent bond.
formation of • State the meaning of covalent bond. • Use models and computer
covalent bond • Explain the formation of covalent simulation to illustrate formation of:
bond. a. Single bond in hydrogen, H2,
• Illustrate formation of a covalent chlorine, Cl2, hydrogen chloride,
bond by drawing electron arrangement. HCl, water, H2O, methane, CH4,
• Compare and contrast formation of ammonia, NH3 and
ionic and covalent bonds. tetrachloromethane, CCl4.
b. Double bond in oxygen, O2 and
carbon dioxide, CO2.
c. Triple bond in nitrogen, N2.
• Draw diagrams showing electron
arrangements for the formation of
covalent bond including Lewis
structure.

16 5.4 Analyzing A student is able to: Collect and interpret data on properties
26/4-30/4 properties of • List properties of ionic compounds. of ionic and covalent compounds.
(5 days) ionic and • List properties of covalent
covalent compounds. Work in groups to carry out an activity
compounds • Explain differences in the electrical to compare the following properties of
conductivity of ionic and covalent ionic and covalent compounds:
compounds. a. Melting and boiling points.
• Describe differences in melting and b. Electrical conductivity.
boiling points of ionic and covalent c. Solubility in water and organic
compounds. solvents.
• Compare and contrast the solubility
of ionic and covalent compounds.

Chemistry Yearly Lesson Plan F4 4

 • State uses of covalent compounds
as solvents.
Week Learning Objectives Learning Outcomes Learning Activities
6. Electrochemistry A student is able to: Conduct activities to classify
17 6.1 understanding • State the meaning of electrolyte. chemicals into electrolytes and non-
3/5-7/5 properties of • Classify substances into electrolytes.
5 days electrolytes and non- electrolytes and non-electrolytes.
electrolytes • Relate the presence of freely Discuss:
moving ions to electrical conductivity. a. The meaning of electrolyte.
b. The relationship between the
A student ia able to: presence of freely moving ions
• State the meaning of electrolysis. and electrical conductivity.
• Describe electrolytic cell.
6.2 Analyzing Discuss:
• Identify cations and anions in a
electrolysis of molten a. Electrolysis process.
molten compound.
compounds b. Structure of an electrolytic cell.
• Describe evidence for the existence
of ions held in a lattice in solid state but Use computer simulation to:
move freely in molten state. a. Identify cations and anions in a
• Describe electrolysis of a molten molten compound.
compound. b. Illustrate to show the existence of
• Write half equations for the ions held in a lattice in solid state.
discharge of ions at anode and cathode.
Predict products of electrolysis of molten Conduct an activity to investigate the
compounds. electrolysis of molten lead(II) bromide,
PbBr2 to:
a. Identify cations and anions.
b. Describe the electrolysis process.
c. Write half equations for the
discharge of ions at anode and
cathode.

Collect and interpret data on

electrolysis of molten ionic compounds
with very high melting points, for
example sodium chloride, NaCl and
lead(II) oxide, PbO.

Predict products from the electrolysis

of other molten compounds.

18 6.3 Analyzing A student is able to: Conduct an activity to investigate the

10/5-14/5 electrolysis of • Identify cations and anions in an electrolysis of copper(II) sulphate
(4 days) aqueous aqueous solution. solution and dilute sulphuric acid using
solutions • Describe the electrolysis of an carbon electrodes to:
10/5 aqueous solution. a. Identify cations and anions in the
Public • Explain using examples factors aqueous solutions.
Holiday affecting electrolysis of an aqueous b. Describe the electrolysis of the
Wesak solution. aqueous solutions.
Day • Write half equations for the c. Write half equations for the
discharge of ions at the anode and discharge of ions at the anode and
cathode. the cathode.
• Predict the products of electrolysis Conduct experiments to investigate
of aqueous solutions. factors determining selective discharge
of ions at electrodes based on:
a. Positions of ions in
electrochemical series.
b. Concentration of ions in a
solution.
c. Types of electrodes.

Chemistry Yearly Lesson Plan F4 5

 Week Learning Objectives Learning Outcomes Learning Activities

19&20 MID YEAR EXAMINATION (17/5-28/5)

MID YEAR BREAK ( 29/5-13/6) 16 days

21 6.4 Evaluating A student is able to: Conduct experiments to study the

14/6-18/6 electrolysis in • State uses of electrolysis in purification and electroplating of
(5 days) industry industries. metals.
• Explain the extraction, purification Using computer simulation, study and
and electroplating of metals involving discuss:
electrolysis in industries. a. Extraction of aluminium from
• Write chemical equations to aluminium oxide.
represent the electrolysis process in b. Purification of copper.
industries. c. Electroplating of metals.
• Justify uses of electrolysis in
industries. Carry out activities to write chemical
6.5 Analyzing • Describe the problem of pollution equations for electrolysis in industries.
voltaic cells from electrolysis in industries.
Collect data and discuss the benefits
A student ia able to: and harmful effects of electrolysis in
industries.
• Describe the structure of a simple
voltaic cell and Daniell cell.
Study the structure of a voltaic cell
• Explain the production of such as a simple voltaic cell and
electricity from a simple voltaic cell. Daniell cell.
• Compare and contrast the
advantages and disadvantages of various Conduct an experiment to show the
voltaic cells. production of electricity from chemical
• Describe the differences between reactions in a simple voltaic cell.
electrolytic and voltaic cells.
Carry out activities on a simple voltaic
cell and Daniell cell to explain the
reactions in each cell.

Collect data and discuss the

advantages and disadvantages of
various voltaic cells including dry cell,
lead-acid accumulator, mercury cell,
alkaline cell and nickel cadmium cell.
Discuss and compare an electrolytic
cell with a voltaic cell.

31 8.2 Synthesizing A student is able to: Carry out tests to confirm the presence
30/8-3/9 qualitative • Describe the tests for anions. of carbonate, sulphate, chloride and
(4 days) analysis of salts • State observations of reaction of nitrate ions in aqueous solution.
31/8 cations with sodium hydroxide solution
National and ammonia solution. Carry out tests to identify the presence
Day • Describe confirmatory tests for of Cu2+, Mg2+, Al3+, Fe2+, Fe3+, Pb2+,
Zn2+, NH4+ and Ca2+ ions in aqueous
Fe2+, Fe3+, Pb2+ and NH4+.
solution using sodium hydroxide
• Plan qualitative analysis to identify
solution, NaOH and ammonia solution,
salts.
NH3.

Carry out tests to confirm the presence

of Fe2+, Fe3+, Pb2+ and NH4+ ions in
aqueous solution.

Construct a flow chart on the

qualitative analysis of salts.

Chemistry Yearly Lesson Plan F4 6

 32 8.2 Synthesizing A student is able to: Plan and carry out tests to identify
6/9-10/9 qualitative • Plan qualitative analysis to identify anions and cations in unknown salts.
(4 days) analysis of salts salts.

7/9
Nuzul
AlQuran

Week Learning Objectives Learning Outcomes Learning Activities

33 9. Manufactured A. student is able to: Discuss uses of sulphuric acid in daily

13/9-17/9 Substances In • List uses of sulphuric acid. life such as in the making of paints,
(5 days) Industry • Explain industrial process in the detergents, fertilizers and
9.1 Understanding manufacture of sulphuric acid. accumulators.
the manufacture • Explain that sulphur dioxide causes
of sulphuric acid environmental pollution. Collect and interpret data on the
manufacture of sulphuric acid.

Construct a flow chart to show the

stages in the manufacture of sulphuric
acid as in the Contact process.

Gather information and write an essay

on how sulphur dioxide, SO2 causes
environmental pollution.

34 9.2 Synthesizing the A student is able to:

manufacture of • List uses of ammonia. Discuss uses of ammonia in daily life,
20/9-24/9 ammonia and its • State the properties of ammonia. for example in the manufacture of
3 days salts fertilizers and nitric acid.
• Explain the industrial process in the
manufacture of ammonia
20-21/9 Carry out an activity to investigate
Hari raya • Design an activity to prepare properties of ammonia.
Puasa ammonium fertilizer.
Collect data from various sources and
construct a flow chart to show the
stages in the manufacture of ammonia
as in the Haber process.

Design an activity to prepare

ammonium fertilizer, for example
ammonium sulphate, (NH4)2SO4.

35 9.3 Understanding A student is able to: Look at some examples of pure metals
27/9-1/10 alloys • Relate the arrangement of atoms in and materials made of alloys in daily
(5 days) metals to their ductile and malleable life. List and discuss their properties.
properties.
• State the aim of making alloys. Carry out an activity to compare the
• List compositions and properties of strength and hardness of alloys with
alloys that of their pure metals.
• Relate the arrangement of atoms in
alloys to their strength and hardness. Study the arrangement of atoms in
• Relate properties of alloys to their metals and alloys through computer
uses. simulation.
Chemistry Yearly Lesson Plan F4 7
 Work in group to discuss:
a. The meaning of alloys.
b. The purpose of making alloys such
as duralumin, brass, steel, stainless
steel, bronze and pewter.
c. Compositions, properties and uses
of alloys.

Carry out experiments to compare the

rate of corrosion of iron, steel and
stainless steel.
Study various local products made
from alloys.

Week Learning Objectives Learning Outcomes Learning Activities

36 9.4 Evaluating uses A student is able to: Discuss the meaning of polymers.
4/10-8/10 of synthetic • State the meaning of polymers.
polymers • List naturally occurring polymers. Observe exhibits of materials made of
5 days • List synthetic polymers and their polymers and classify them into
uses. naturally occurring polymers and
• Identify the monomers in the synthetic polymers.
synthetic polymers.
• Justify uses of synthetic polymers Identify the monomers in synthetic
in daily life. polymers using models or computer
simulation

Collect information on the quantity

and types of household synthetic
polymers disposed of over a certain
period of time.

Discuss the environmental pollution

resulting from the disposal of synthetic
polymers.

37 9.5 Applying uses A student is able to: Collect and interpret data on types,
11/10- of glass and • List uses of glass. composition, properties and uses of
15/10 ceramics • List uses of ceramics. glass and ceramics.
(5 days) • List types of glass and their
properties. Prepare a folio incorporating video
State properties of ceramics. clips and pictures on uses of glass and
ceramics that have been improved for a
specific purpose, for example
photochromic glass and conducting
glass.

38 9.6 Evaluating uses A student is able to: Watch a multimedia presentation and
18/10- of composite • Describe needs to produce new prepare a folio on:
22/10 materials materials for specific purposes. a. The meaning of composite
(5 days) • State the meaning of composite materials.
materials. b. A list of composite materials
• List examples of composite including reinforced concrete,
materials and their components. specific super conductor, fibre
• Compare and contrast properties of optics, fibre-glass and
composite materials with those of their photochromic glass.
original component. c. Components of composite
• Justify uses of composite materials. materials.
d. Uses of composite materials.
• Generate ideas to produce
advanced materials to fulfill specific
Compare the superior properties of
needs.
Chemistry Yearly Lesson Plan F4 8
 composite materials to their original
component through computer
simulation.

Discuss and justify the uses of

composite materials.

Watch the production of composite

materials in factories.

39 REVISION ( 25/10-29/10)

40-42 End of year examination (1/11-12/11)

& Answer correction
FINAL YEAR BREAK 20/11/2009-2/1/2010

Chemistry Yearly Lesson Plan F4 9